Long-Term Effectiveness of English Language Learning in Elementary Schools

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This study investigated the effect of the starting age of English language teaching at elementary school (ELTES) on students' subsequent English skill development and their attitudinal changes at a junior high school. The analyses of data obtained from 2007 through 2009 academic year revealed that as the starting age of ELTES lowered, hence the amount of ELTES increased, grade 1 students' English proficiency test scores generally improved, especially in listening test. The results of the speaking test conducted only in grade 2 showed that the score improved by a statistically significant degree each year, as the starting age lowered. However, few differences were detected in their attitudinal domain over the years.